The main purpose of this study was to assess the status of CPD programrnin secondary schools of East Wellega Zone. To realize this purpose, fourrnresearch ques tions regarding perceptions, strength, hindering factors andrnwhat to be done on CPD were as ked. To address these questions, therndescriptive survey method was employed and 6 secondary schools werernselected using simple random sampling and 128 teachers were selectedrnusing stratified sampling techniques in proportion with sex, age,rnexperiences and qualification. Department heads, vice principals andrnprincipals were selected using availability base and experts in zone andrnwereda were selected by purposive sample technique. To collect primaryrndata questionnaire and interview were used. The quantitative data werernfirst tallied, organized and tabulated and then analyzed using percentage,rnand mean. The qualitative data we re analyzed as they were understoodrnby the researcher and as they were expressed by the respondents. Thernresult of the data analysis and interpretation indicate that the assistancesrngiven to teachers on program were very low. The follow up system wasrnvery poor. The attention given by the concerned body to the program werernaffected the attitudes of teachers practicing CPD activities negatively.rnFurthermore, the procedures of its practice varied from place to place orrnfrom group to group in the school. Therefore, CPD was not practicedrnuniformly. The effects of the program were so tentative and that it lackedrncontinuity. The major factors that greatly hampered the effectiveness ofrnCPD program were, of many others, lack of assistances in terms ofrntechnical and materials lack of incentives, absence of responsible body atrnschool level. Of the many recommendations suggested, assigningrnresourceful person at school and giving continuous assistances and followuprnfor teachers were found to be critical.